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Does the homogenous classroom setting perpetuate masculine conversational participation patterns : Aspects of gender identity examined in the homogenous classroom setting

Drawing on a Norwegian empirical study of girls’ and boys’ teacher-led classroom conversation participation, this paper focuses on how students attending an upper secondary school vocational programs, participate in classroom discussion when observed in homogenous groups. This quantitative study has shown that gender identities associated with heterogeneous conversational patterns as exaggerated when observing homogenous classroom participation. The discussion describes not only the influences of class and peer group pressure to explain this phenomenon, in addition clarifies the contextual difference in quality when girls take the floor in a homogenous classroom setting.

Identiferoai:union.ndltd.org:UPSALLA1/oai:DiVA.org:uu-176162
Date January 2012
CreatorsStone, Roy Charles
PublisherUppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier
Source SetsDiVA Archive at Upsalla University
LanguageEnglish
Detected LanguageEnglish
TypeStudent thesis, info:eu-repo/semantics/bachelorThesis, text
Formatapplication/pdf
Rightsinfo:eu-repo/semantics/openAccess
RelationExamensarbete vid Institutionen för pedagogik, didaktik och utbildningsstudier ; 2012vt

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